May 2007 Curriculum Vitaeperfetti/PDF/2007CV-newstyle.pdf · May 2007 Curriculum Vitae Charles A....

May 2007

Curriculum Vitae

Charles A. Perfetti Home: Office: 337 Morewood Avenue University of Pittsburgh Pittsburgh, PA 15213 3939 O'Hara Street (412) 687-0503 Pittsburgh, PA 15260 (412) 624-7071 [email protected]

Education

University of Michigan, 1962-1967. PhD in Psychology (Experimental), June, 1967. University of Illinois, 1958-1962. B.S. with honors in Psychology, 1962. Minors: Mathematics &

History.

Academic Positions

2001- University Professor of Psychology 2000 - Associate Director and Senior Scientist, Learning Research & Development Center,

University of Pittsburgh. University of Pittsburgh, 1967-

1999: Interim Chair, Department of Linguistics 1992-1998: Chair, Department of Psychology 1984- Professor of Psychology and Linguistics.

1983-1992: Chair, Program in Learning, Development & Cognition; Chair, Graduate Program in Cognitive Psychology.

1967- Senior Scientist, Learning Research and Development Center. 1967-1983: University of Pittsburgh, Assistant Professor to Professor of Psychology.

1967 - University of Michigan, Lecturer, Department of Psychology

Visiting and Affiliated Positions Fall 2003, Leverhulme Visiting Research Fellow, University of Sussex

Faculty Member, Center for the Neural Basis of Cognition (Joint Program of Carnegie-Mellon

University and University of Pittsburgh)

Honorary Visiting Professor, Department of Psychology, University of Auckland, New Zealand,

1996.

Fellow, Netherlands Institute for Advanced Studies, Wasenaar, 1988.

Visiting Scholar, Max Planck Institut fur Psycholinguistik, Nijmegen, the Netherlands, 1982.

Charles A. Perfetti Curriculum Vitae

2 Selected Professional Activities

Representative Boards and Panels National Academy of Sciences Panel on The Prevention of Reading Difficulties in Children,

1995-1998 Advisory Board, Joint Institute for Chinese Language and Cognitive Science, 1997- Human Capital Initiative Committee, American Psychological Society, 1992-1997 National Science Foundation, Linguistics Advisory Panel, 1995 NICHD Study Panel, 1985-1989 National Science Foundation, Review Panel 2000-2003 Board of Directors, Joint Laboratories for Language and Cognitive Neuroscience, Department

of Linguistics, University of Hong Kong, 2002- Institute of Education Sciences READ Panel, Where We Are in the Process, 2004- Professional Societies President-elect, Society for the Scientific Study of Reading, 1998; President, 2000-2001; Past-President, 2002-2003. Fellow, American Psychological Association; American Psychological Society; Member,

Psychonomic Society; American Educational Research Association; Linguistic Society of America; Society for the Scientific Study of Reading

Honors Distinguished Scientific Contribution Award, Society for the Scientific Study of Reading

Amsterdam, Netherlands, June 27, 2004. Leverhulme Fellow, 2003 Named University Professor, University of Pittsburgh, 2001 Chancellor's Distinguished Research Award, University of Pittsburgh, 2000 Fellow, Netherlands Institute for Advanced Studies in the Behavioral Sciences, 1988 Editing: Member of the Editorial Board: Journal of Experimental Psychology: Learning, Memory and Cognition Discourse Processes, Journal of Memory and Language Written Language and Literacy Former Member:

Child Development, Journal of Experimental Child Psychology, Reading Research Quarterly, Journal of Educational Psychology


3 Publications

Books Schmalhofer, F., & Perfetti, C. A. (Eds.). (in press). Higher level language processes in the

brain: Inference and comprehension processes. Mahwah, NJ: Erlbaum. Perfetti, C.A., Rieben, L., & Fayol, M. (Eds.), (1997). Learning to spell: Research, theory, and

practice across languages. Mahwah, NJ: Erlbaum. Perfetti, C.A., Britt, M.A., & Georgi, M. (1995). Text-based learning and reasoning: Studies in

history. Hillsdale, NJ: Erlbaum. Rieben, L. & Perfetti, C.A. (Eds.) (1991). Learning to read: Basic research and its implications,

Hillsdale, NJ: Erlbaum. Rieben, L. & Perfetti, C.A. (Eds.) (1989). L'Apprenti lecteur: Recherches empiriques et

implications pedagogiques, Neuchatel: Delachaux et Niestle. Perfetti, C.A. (1985). Reading ability, New York: Oxford Press. Lesgold, A.M., & Perfetti, C.A. (Eds.) (1981). Interactive processes in reading, Hillsdale, NJ:

Erlbaum.

Journal Articles and Book Chapters In Press Perfetti, C. A. Reading ability: Lexical quality to comprehension. Scientific Studies of Reading. Chen, B. G., Zhou, H. X., Dunlap, S., & Perfetti, C. A. (in press). Age of acquisition effects in

reading Chinese: Evidence in favor of the Arbitrary Mapping Hypothesis. British Journal of Psychology.

Perfetti, C., & Frishkoff, G. A. (in press).The neural bases of text and discourse processing. In

B. Stemmer & H. A. Whitaker (Eds.), Handbook of the neurosciencce of language. Oxford: Elsevier.

Bolger, D. J., Balass, M., Landen, E. & Perfetti, C. A. (in press). Contextual variation and

definitions in learning the meaning of words. Discourse Processes. Perfetti, C. A., Yang, C-L., & Schmalhofer, F. (in press). Word-to-text integration processes:

Neurocognitive indicators and reading skill differences. Applied Cognition. Perfetti, C. A. (in press). Reading. In P. C. Hogan (Ed.), Cambridge encyclopedia of the

language sciences. Storrs, CT: University of Connecticut. Liu, Y., Dunlap, S., Fiez, J., & Perfetti, C.A. (in press). Evidence for neural accommodation to a

writing system following learning. Human Brain Mapping.


4 Schmalhofer, F., & Perfetti, C. A. (in press). Neural and behavioral indicators of integration

processes across sentence boundaries. In F. Schmalhofer & C. Perfetti (Eds.), Higher level language processes in the brain: Inference and comprehension processes. Mahwah, NJ: Erlbaum.

Perfetti, C. A., Liu, Y., Fiez, J., & Tan, L-H. (in press). The neural bases of reading: The

accommodation of the brain’s reading network to writing systems. In P. Cornelissen, M. Kringelbach, & P. Hansen (Eds.), The neural basis of reading. Oxford University Press

Liu, Y., Wang, M., & Perfetti, C. A. (in press). Threshold-style processing of Chinese characters

for adult second language learners. Memory and Cognition Perfetti, C. A., & Dunlap, S. (in press). Learning to read: General principles and writing system

variations. In K. Koda & A. Zehler (Eds.). Learning to read across languages. Mahwah, NJ: Erlbaum.

2007 Landi, N., & Perfetti, C. A. (2007). An electrophysiological investigation of semantic and

phonological processing in skilled and less-skilled comprehenders. Brain and Language, 102, 30-45.

Perfetti, C. A., Liu, Y., Fiez, J. Nelson, J., Bolger, D. J., & Tan, L-H. (2007). Reading in two

writing systems: Accommodation and assimilation in the brain’s reading network. Bilingualism: Language and Cognition, 10(2). 131-146. Special issue on “Neurocognitive approaches to bilingualism: Asian languages”, P. Li (Ed.)

Yang, C-L., Perfetti, C. A., & Schmalhofer, F. (2007). Event-related potential indicators of text

integration across sentence boundaries. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33(1), 55-89.

2006 Goldberg, R.F., Perfetti, C.A., Schneider, W. (2006). Distinct and common cortical activations

for multimodal semantic categories. Cognitive, Affective, and Behavioral Neuroscience, 6(3), 214-222.

Goldberg, R. F., Perfetti, C. A., & Schneider, W. (2006). Perceptual knowledge retrieval

activates sensory brain regions. Journal of Neuroscience, 26(18) 4917-4921. Landi, N., Perfetti, C. A., Bolger, D. J., Dunlap, S., & Foorman, B. R. (2006). The role of

discourse context in developing word form representations: A paradoxical relationship between reading and learning. Journal of Experimental Child Psychology, 94(2), 114-133.


5 Liu, Y., Perfetti, C. A., & Wang, M. (2006). Visual analysis and lexical access of Chinese

characters by Chinese as second language readers. Linguistics and Language, 7(3), 637-657.

Massaro, D. W., Liu, Y., Chen, T. H., & Perfetti, C. A. (2006). A multilingual embodied

conversational agent for tutoring speech and language learning. Proceedings of the Ninth International Conference on Spoken Language Processing (Interspeech 2006 - ICSLP, September, Pittsburgh, PA) (pp. 825-828). Universität Bonn, Germany.

Perfetti, C. A., & Liu, Y. (2006). Reading Chinese characters: Orthography, phonology,

meaning, and the Lexical Constituency Model. In P. Li, L. H. Tan, E. Bates, & O. J. L. Tzeng (Eds.), Handbook of East Asian psycholinguistics (pp. 225-236). New York: Cambridge University Press.

2005 Yang, C. L., Perfetti, C. A., & Schmalhofer, F. (2005). Less skilled comprehenders’ ERPs show

sluggish word-to-text integration processes. Written Language & Literacy, 8(2), 233-257. Perfetti, C. A., Wlotko, E. W., & Hart, L. A. (2005). Word learning and individual differences in

word learning reflected in Event-Related Potentials. Journal of Experimental Psychology: Learning Memory and Cognition, 31(6), 1281-1292.

Nelson, J. R., Balass, M., & Perfetti, C. A. (2005). Differences between written and spoken

input in learning new words. Written Language & Literacy, 8(2), 25-44. Tan, L.H., Spinks, J.A., Eden, G., Perfetti, C.A., & Siok, W.T. (2005). Reading depends on

writing, in Chinese. PNAS, 102, 8781-8785 Wang, M., Perfetti, C. A., & Liu, Y. (2005). Chinese-English biliteracy acquisition: Cross-

language and writing system transfer. Cognition, 97, 67-88. Bolger, D. J., Perfetti, C. A., & Schneider, W. (2005). A cross-cultural effect on the brain

revisited: Universal structures plus writing system variation. Journal of Human Brain Mapping, 25(1), 83-91.

Perfetti, C. A., Landi, N., & Oakhill, J. (2005). The acquisition of reading comprehension skill.

In M. J. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp. 227-247). Oxford: Blackwell.

Perfetti, C. A., & Liu, Y. (2005). Orthography to phonology and meaning: Comparisons across

and within writing systems. Reading and Writing, 18(3), 193-210. Perfetti, C.A., Liu, Y., & Tan, L.H. (2005). The Lexical Constituency Model: Some implications

of research on Chinese for general theories of reading. Psychological Review, 12(11), 43-59.


6 Tokowicz, N., & Perfetti, C. A. (2005). Introduction to section II: Comprehension. In J. F. Kroll

& A. M. B. de Groot (Eds.), Handbook of bilingualism: Psycholinguistic approaches (pp. 173-177). New York: Oxford University Press.

2004 Siok, W. T., Perfetti, C. A . Jin, Z., & Tan, L. H. (2004). Biological abnormality of

impaired reading constrained by culture: Evidence from Chinese. Nature, September 1, 71-76.

Perfetti, C. A., & Bolger, D. J. (2004). The brain might read that way. Scientific Studies of Reading, 8(3), 293-304.

Wang, M., Liu, Y., & Perfetti, C. A. (2004). The implicit and explicit learning of orthographic structure and function of a new writing system. Scientific Studies of Reading, 8(4), 357-379.

2003 Liu, Y., & Perfetti, C. A. (2003). The time course of brain activity in reading English and

Chinese: An ERP study of Chinese bilinguals. Journal of Human Brain Mapping, 18(3), 167-175.

Liu, Y., Perfetti, C. A., & Hart, L. (2003). ERP evidence for the time course of graphic, phonological, and semantic information in Chinese meaning and pronunciation decisions. Journal of Experimental Psychology: Learning, Memory, and Cognition, 29(6), 1231-1247.

McCandliss, B., Beck, I. L., Sandak, R., & Perfetti, C. (2003). Focusing attention on decoding for children with poor reading skills: Design and preliminary tests of the Word Building intervention. Scientific Studies of Reading, 7(1), 75-104.

Perfetti, C.A. (2003). The universal grammar of reading. Scientific Studies of Reading, 7(1), 3-24.

Reichle, E. D., & Perfetti, C. A. (2003). Morphology in word identification: A word-experience model that accounts for morpheme frequency effects. Scientific Studies of Reading. 7(1), 219-238.

Tan, L.H., Spinks, J.A., Feng, C.M., Siok, W.T., Perfetti, C.A., Xiong, J., Fox, P.T., & Gao, J.H. (2003). Neural systems of second language reading are shaped by native language. Human Brain Mapping, 18, 158-166

Verhoeven, L., & Perfetti, C. A. (2003). Introduction to This Special Issue: The role of morphology in learning to read. Scientific Studies of Reading, 7(3), 209-218.

Wang, M., Koda, K., &, Perfetti, C. A. (2003). Alphabetic and nonalphabetic L1 effects in English word identification: A comparison of Korean and Chinese English L2 learners. Cognition, 87, 129-149.

Wang, M., Perfetti, C. A., & Liu, Y. (2003). Alphabetic readers quickly acquire orthographic structure in learning to read Chinese. Scientific Studies of Reading, 7(2), 183-208.

2002


7 Booth, J. R. & Perfetti, C.A. (2002). Onset and rime structure influences naming but not early

word identification in children and adults. Scientific Studies of Reading, 6(1), 1-23. Yoon, H-K., Bolger, D. J., Kwon, O-S., & Perfetti, C. A. (2002). Subsyllabic units in reading: A

difference between Korean and English. In L. Verhoeven. C. Elbro, & P. Reitsma (Eds.), Precursors of functional literacy (pp. 139-163). Amsterdam/Philadelphia: John Benjamins.

Perfetti, C.A., & Hart, L. (2002). The lexical quality hypothesis. In L. Vehoeven. C. Elbro, & P. Reitsma (Eds.), Precursors of functional literacy (pp. 189-213). Amsterdam/Philadelphia: John Benjamins.

Perfetti, C. A., Liu, Y., & Tan, L.H. (2002). How the mind can meet the brain in reading: A comparative writing systems approach. In H. S. R. Kao, C-K. Leong, & D-G. Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 36-60). Hong Kong University Press.

2001 Perfetti, C. A. (2001). Reading skills. In N. J. Smelser & P. B. Baltes (Eds.). International

encyclopedia of the social & behavioral sciences (pp. 12800-12805). Oxford: Pergamon. Rayner, K., Foorman, B.R., Perfetti, C.A., Pesetsky, D. & Seidenberg, M.S. (2001). How

psychological science informs the teaching of reading. Psychological science in the public interest, 2(2), 31-74. A supplement to Psychological Science.

Rayner, K., Foorman, B.R., Perfetti, C.A., Pesetsky, D., & Seidenberg, M.S. (2001). How should reading be taught. Scientific American (March, 2001). (Extracted from Psychological Science article)

Tan, L.H., Liu, H.L., Perfetti, C.A., Spinks, J.A., Fox, P.T., & Gao, J.H. (2001). The neural system underlying Chinese logograph reading. NeuroImage, 13, 836-846.

Perfetti, C.A, & Hart, L. (2001). The lexical bases of comprehension skill. In D. Gorfien (Ed.), On the consequences of meaning selection (pp. 67-86). Washington, DC: American Psychological Association.

Perfetti, C.A., Van Dyke, J.A., & Hart, L. (2001). The psycholinguistics of basic literacy. In M. McGroarty (Ed.), Annual Review of Applied Linguistics, 21, 127-149.

Perfetti, C.A. (2001). Reading skill. In International encyclopedia of the social and behavioral sciences. Cognitive Science Editor, W. Kintsch. The Netherlands: Kluwer.

Perfetti, C.A. & Sandak, R. (2001) Literacy education. In N. J. Smelser & P. B. Baltes (Eds.) International encyclopedia of the social and behavioral sciences (pp. 8975-8981). Oxford: Pergamon.

2000 Booth, J., Perfetti, C., MacWhinney, B., & Hunt, S. (2000). The association of rapid temporal

perception with orthographic and phonological processing in children and adults with reading impairment. Scientific Studies of Reading, 4 (2), 101-132.


8 Britt, M. A., Perfetti, C. A., Van Dyke, J. & Gabrys, G. (2000) The Sourcer’s Apprentice: A tool

for document-supported history instruction. In P. Stearns, P. Seixas, & S. Weinberg (Eds.), Knowing, teaching and learning history: National and international perspectives (pp. 437-470). New York University Press.

Tan L. H., Spinks J. A., Gao, J. H., Liu, H.L., Perfetti, C. A., Xiong, J., Stofer, K. A., Pu, Y., Liu, Y., & Fox, P. T. (2000). Brain activation in the processing of Chinese characters and words: A functional MRI study. Human Brain Mapping, 10(1), 16-27

Spinks J.A., Liu, Y., Perfetti, C.A., & Tan, L.H. (2000). Reading Chinese characters for meaning: the role of phonological information, Cognition 76(1), B1-B11.

Perfetti, C.A., & Sandak, R. (2000). Reading optimally builds on spoken language. Journal of Deaf Studies and Deaf Education, 5(1), 32-50.

1999 Perfetti, C. A. (1999). Comprehending written language: A blueprint of the reader. In C. Brown

& P. Hagoort (Eds.), The neurocognition of language (pp. 167-208). Oxford University Press.

Perfetti, C. A. (1999). Cognitive research and the misconceptions of reading education. In J. Oakhill & R. Beard (Eds.), Reading development and the teaching of reading. Oxford: Blackwell. [Essentially the same paper as Perfetti (1995) Cognitive research can inform reading education. Journal of Research in Reading, 18, 106-115.]

Zhang, S., Perfetti, C.A., & Yang, Hui (1999). Whole-word, frequency-general phonology in semantic processing of Chinese characters. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25 (4), 858-875.

Xu, B. And Perfetti, C.A. (1999) Nonstrategic subjective threshold effects in phonemic masking. Memory and cognition, 27(1), 26-36.

Booth, J. R., Perfetti, C. A., & MacWhinney, B. (1999). Quick, automatic, and general activation of orthographic and phonological representations in young readers. Developmental Psychology, 35, 3-19.

Britt, M. A., Rouet, J.-F., & Perfetti, C. A. (1999). Content integration and source separation in learning from multiple texts. In S. R. Goldman, A. C. Graesser, & P. van den Broek (Eds.), Narrative comprehension, causality, and coherence: Essays in honor of Tom Trabasso. Mahwah, NJ: Erlbaum.

Perfetti, C.A., Rouet, J.-F., & Britt, M.A. (1999). Toward a theory of documents representation. In H. van Oostendorp & S. Goldman (Eds.), The construction of mental representations during reading (pp. 99-122). Mahwah, NJ: Erlbaum.

Perfetti, C.A. & Tan, L.H. (1999). The constituency model of Chinese word identification. In A. Inhoff, H.-S. Chen, & J. Wang (Eds.) Reading Chinese script: A cognitive analysis (pp. 115-134). Mahwah, NJ: Erlbaum.

Tan, L. H., & Perfetti, C. A. (1999). Phonological activation in visual identification of Chinese two-character words. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25, 382-393.


9 Tan, L.H., & Perfetti, C.A. (1999). Phonological and associative inhibition in the early stages of

English word identification: Evidence from backward masking. Journal of Experimental Psychology: Human Perception and Performance, 25, 382-393.

1998 Perfetti, C. A. (1998). Two basic questions about reading and learning to read. In P. Reitsma &

L. Verhoeven (Eds.), Problems and interventions in literacy development (pp. 15-47). Dordrecht, The Netherlands: Kluwer Academic Publishers.

Tan, L.H., & Perfetti, C.A. (1998). Phonological codes as early sources of constraint in Chinese word identification: A review of current discoveries and theoretical accounts. In "Cognitive processing of Chinese and Japanese" special issue. Reading and Writing: An Interdisciplinary Journal, 10, 165-200. Reprinted in C.K. Leong and K. Tamaoka (Eds), Cognitive Processes of the Chinese and the Japanese languages. Series in Neuropsychology and Cognition, R. Joshi, Series Editor. Boston: Kluwer Academic Publishers, 1998.

Perfetti, C. A. (1998). The limits of co-occurrence: Tools and theories in language research. Discourse Processes, 25, 363-377.

Perfetti, C.A., & Marron, M. A. (1998). Learning to read: Literacy acquisition by children and adults. In D.A. Wagner (Ed.). Advances in adult literacy research and development. Hampton Press.

Perfetti, C.A., & Tan, L.H. (1998). The time course of graphic, phonological, and semantic activation in Chinese character identification. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24, 101-118.

Rouet, J-F., Marron, M.A., Perfetti, C.A. & Favart, M. (1998) Understanding historical controversies: Students’ evaluation and use of documentary evidence. In J. Voss & M. Carretero (Eds.) International Review of History Education: Volume 2, Learning and Reasoning in History. London: Woburn Press

1997 Perfetti, C.A. (1997). Sentences, individual differences, and multiple texts: Three issues in text

comprehension. Discourse Processes, 23, 337-355. Perfetti, C.A. (1997). The psycholinguistics of spelling and reading. In C.A. Perfetti, L. Rieben, &

M. Fayol (Eds.). Learning to spell: Research, theory, and practice across languages (pp. 21-38). Mahwah, NJ: Erlbaum.

Rouet, J.-F., Favart, M., Britt, M.A., & Perfetti, C.A. (1997). Studying and using multiple documents in history: Effects of discipline expertise. Cognition and Instruction, 15, 85-106.

Tan, L.H., & Perfetti, C.A. (1997). Visual Chinese character recognition: Does phonological information mediate access to meaning? Journal of Memory and Language, 37, 41-57.

1996


10 Berent, I., & Perfetti, C.A. (1996). Myths, facts, and theories about skilled reading: Implications

of the two-cycles model of decoding. In J. Shimron (Ed.), Literacy and education: Essays in memory of Dina Feitelson (pp. 253-281). Cresskill, NJ: Hampton Press.

Britt, M.A., Rouet, J.-F., & Perfetti, C.A. (1996). Using hypertext to study and reason about historical evidence. In J.-F. Rouet, J.J. Levonen, A.P. Dillon, & R.J. Spiro (Eds.), Hypertext and cognition (pp. 43-72). Mahwah, NJ: Erlbaum.

Perfetti, C.A. (1996). Text and hypertext. In J.-F. Rouet, J.J. Levonen, A.P. Dillon, & R.J. Spiro (Eds.), Hypertext and cognition (pp. 157-161). Mahwah, NJ: Erlbaum.

Perfetti, C.A., Marron, M.A., & Foltz, P.W. (1996). Sources of comprehension failure: Theoretical perspectives and case studies. In C. Cornoldi & J. Oakhill (Eds.), Reading comprehension difficulties: Processes and intervention (pp. 137-165). Mahwah, NJ: Erlbaum.

Perfetti, C.A., & Zhang, S. (1996). What it means to learn to read. In M. F. Graves, B. M. Taylor, & P. van den Broek (Eds.), The first R: Every child's right to read (pp. 37-61). New York: Teachers College Press.

Rouet, J.-F., Britt, M.A., Mason, R.A., & Perfetti, C.A. (1996). Using multiple sources of evidence to reason about history. Journal of Educational Psychology, 88, 478-493.

Small, S.L., Noll, D.C., Perfetti, C.A., Hlustik, P., Wellington, R., & Schneider, W. (1996). Localizing the lexicon for reading aloud: Replication of a PET study using fMRI. NeuroReport, 7, 961-965.

1995 Adams, B.C., Bell, L.C., & Perfetti, C.A. (1995). A trading relationship between reading skill and

domain knowledge in children's text comprehension. Discourse Processes, 20, 307-323. Berent, I., & Perfetti, C.A. (1995). A rose is a REEZ: The two-cycles model of phonology

assembly in English. Psychological Review, 102, 146-184. Perfetti, C.A. (1995). Cognitive research can inform reading education. Journal of Research in

Reading, 18, 106-115. Perfetti, C.A., & Britt, M.A. (1995). Where do propositions come from? In C.A. Weaver III, S.

Mannes, & C.R. Fletcher (Eds.), Discourse comprehension: Essays in honor of Walter Kintsch (pp. 11-34). Hillsdale, NJ: Erlbaum.

Perfetti, C.A., & Zhang, S. (1995). The universal word identification reflex. In D.L. Medin (Ed.), The psychology of learning and motivation, Vol. 33 (pp. 159-189). San Diego: Academic Press.

Perfetti, C.A., & Zhang, S. (1995). Very early phonological activation in Chinese reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 24-33.

1994 Bell, L.C., & Perfetti, C.A. (1994). Reading skill: Some adult comparisons. Journal of

Educational Psychology, 86, 244-255.


11 Britt, M.A., Rouet, J.-F., Georgi, M.C., & Perfetti, C.A. (1994). Learning from history texts: From

causal analysis to argument models. In G. Leinhardt, I.L. Beck, & C. Stainton (Eds.), Teaching and learning in history (pp. 47-84). Hillsdale, NJ: Erlbaum.

Haenggi, D., & Perfetti, C.A. (1994). Processing components of college level reading comprehension. Discourse Processes, 17, 83-104.

Perfetti, C.A. (1994). Psycholinguistics and reading ability. In M.A. Gernsbacher (Ed.), Handbook of Psycholinguistics (pp. 849-894 ). San Diego, CA: Academic Press.

Perfetti, C.A. (1994). Reading, learning and instruction of. In T. Husen & T.N. Postlethwaite (Eds.), The International Encyclopedia of Education (Second Edition). Oxford: Pergamon.

Perfetti, C.A., Britt, M.A., Rouet, J.-F., Georgi, M.C., & Mason, R.A. (1994). How students use texts to learn and reason about historical uncertainty. In M. Carretero & J.F. Voss (Eds.), Cognitive and instructional processes in history and the social sciences (pp. 257-283). Hillsdale, NJ: Erlbaum.

Perfetti, C.A., & Zhang, S. (1994). Semantics without phonology? Comparisons of English and Chinese reading. In Q. Jing, H. Zhang, & D. Peng (Eds.), Information processing of Chinese language (pp. 12-25). Beijing: Beijing Normal University Press.

1993 Berent, I., & Perfetti, C.A. (1993). An online method of studying music parsing. Cognition, 46,

203-222. Perfetti, C.A. (1993). Why inferences might be restricted. Discourse Processes, 16, 181-192. Perfetti, C.A., Georgi, M.C., & Beck, I. (1993). Implications of the Pittsburgh study for issues of

risk. In H. Grimm & H. Skowronek (Eds.), Language acquisition problems and reading disorders: Aspects of diagnosis and intervention (pp. 193-209). Berlin: de Gruyter.

Zhang, S., & Perfetti, C.A. (1993). The tongue twister effect in reading Chinese. Journal of Experimental Psychology: Learning, Memory, and Cognition, 19, 1082-1093.

1992 Perfetti, C.A. (1992). The representation problem in reading acquisition. In P.B. Gough, L.C.

Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 145-174). Hillsdale, NJ: Erlbaum. Britt, A., Perfetti, C.A., Garrod, S., & Rayner, K. (1992). Parsing in discourse: Context effects

and their limits. Journal of Memory and Language, 31, 293-314. Perfetti, C.A., Zhang, S., & Berent, I. (1992). Reading in English and Chinese: Evidence for a

"universal" phonological principle. In R. Frost & L Katz (Eds.), Orthography, phonology, morphology, and meaning (pp. 227-248). Amsterdam: North-Holland.

Rayner, K., Garrod, S., & Perfetti, C.A. (1992). Discourse influences during parsing are delayed. Cognition, 45,109-139.

Haenggi, D., & Perfetti, C.A. (1992). Individual differences in reprocessing of text. Journal of Educational Psychology, 84, 182-192.


12 1991 Hanson, V.L., Goodell, E.W., & Perfetti, C.A. (1991). Tongue-twister effects in the silent reading

of hearing and deaf college students. Journal of Memory and Language, 30, 319-330. Lam, A., Perfetti, C.A., & Bell, L. (1991). Automatic phonetic transfer in bidialectal reading.

Applied Psycholinguistics, 12, 299-311. McCutchen, D., Bell, L.C., France, I.M., Perfetti, C.A. (1991). Phoneme-specific interference in

reading: The visual tongue-twister effect revisited. Reading Research Quarterly, 26, 87-103.

Perfetti, C.A. (1991). On the value of simple ideas in reading instruction. In S.A. Brady & D.P. Shankweiler (Eds.), Phonological processes in literacy: A tribute to Isabelle Y. Liberman (pp. 211-218). Hillsdale, NJ: Erlbaum.

Perfetti, C.A. (1991). The psychology, pedagogy and politics of reading. [Feature review of M.J. Adams, Beginning to read: Learning and thinking about print]. Psychological Science, 2, 70-76.

Perfetti, C.A. (1991). Representations and awareness in the acquisition of reading competence. In L. Rieben & C.A. Perfetti (Eds.), Learning to read: Basic research and its implications (pp. 33-44). Hillsdale, NJ: Erlbaum.

Perfetti, C.A., & Bell, L. (1991). Phonemic activation during the first 40 ms of word identification: Evidence from backward masking and masked priming. Journal of Memory and Language, 30, 473-485.

Perfetti, C.A., & Zhang, S. (1991). Phonological processes in reading Chinese characters. Journal of Experimental Psychology: Learning, Memory, and Cognition, 17, 633-643.

1990 Perfetti, C.A. (1990). The Cooperative language processors: Semantic influences in an

autonomous syntax. In D.A. Balota, G.B. Flores-d'Arcais, & K. Rayner (Eds.), Comprehension processes in reading (pp. 205-230). Hillsdale, NJ: Erlbaum.

1989 Perfetti, C.A. (1989). There are generalized abilities and one of them is reading. In L. Resnick

(Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 307-335). Hillsdale, NJ: Erlbaum.

Perfetti, C.A. (1989). Representations et prise de conscience au cours de l'apprentissage de la lecture, In L. Rieben & C. Perfetti (Eds.), L'Apprenti lecteur: Recherches empiriques et implications pedagogiques (pp. 61-82). Neuchatel: Delachaux et Niestle.

1988 Perfetti, C.A., Bell, L., Delaney, S. (1988). Automatic phonetic activation in silent word reading:

Evidence from backward masking. Journal of Memory and Language, 27, 59-70.


13 Perfetti, C.A. (1988). Verbal efficiency in reading ability. In G.E. MacKinnon, T. G. Waller & M.

Daneman (Eds.), Reading research: Advances in theory and practice, Vol. 6 (pp. 109-143). New York: Academic Press, Inc.

1987 Perfetti, C.A. (1987). Language, speech, and print: Some asymmetries in the acquisition of

literacy. In R. Horowitz and S. J. Samuels (Eds.), Comprehending oral and written language (pp. 355-369). New York: Academic Press.

Perfetti, C.A., Beck, I., Bell, L., & Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children. Merrill-Palmer Quarterly, 33(3), 283-319.

Perfetti, C.A. & McCutchen, D. (1987). Schooled language competence: Linguistic abilities in reading and writing. In S. Rosenberg, Advances in Applied Psycholinguistics, Reading, Writing and Language Learning, Vol. 2 (pp. 105-141). New York: Cambridge University Press.

Perfetti, C.A., Beverly, S., Bell, L., Rodgers, K., and Faux, R. (1987). Comprehending newspaper headlines, Journal of Memory and Language, 26, 692-713.

1986 Perfetti, C.A. (1986). Continuities in Reading Acquisition, Reading Skill, and Reading Disability.

Remedial And Special Education (RASE), 7(1), 11-21. Perfetti, C.A. (1986). Reading acquisition and beyond: Decoding includes cognition. American

Journal of Education, 1984, 93, 40-60; and in N.L. Stein, Literacy in American schools, learning to read and write (pp. 40-60). Chicago, IL: The University of Chicago Press.

Perfetti, C.A. & Curtis, M.E. (1986). Reading. In R. F. Dillon & R.J. Sternberg (Eds.), Cognition and Instruction (pp. 13-57). New York: Academic Press.

Perfetti, C.A. (1986). Cognitive and linguistic components of reading ability, In B. Foorman & A. Siegel (Eds.), Learning to read: cognitive universals and cultural constraints (pp. 11-40). Hillsdale, NJ: Erlbaum.

1985 Perfetti, C.A. (1985). Some reasons to save the grapheme and the phoneme. Commentary in

Brain and Behavior Sciences, 8(4). 1984 Perfetti, C.A. (1984). Reading ability. In R. Sternberg (Ed.), Human abilities: An information

processing approach (pp. 59-81). New York: W. H. Freeman and Co. Omanson, R.C., Beck, I.L., McKeown, M.G., & Perfetti, C.A. (1984). Comprehension of texts

with unfamiliar versus recently taught words: An assessment of alternative models. Journal of Educational Psychology, 76, 1253-1268.


14 1983 Perfetti, C.A. (1983). Individual differences in verbal processes. In R.F. Dillon & R.R. Schmeck

(Eds.), Individual differences in Cognition, Vol. 1 (pp. 65-103) New York: Academic Press. Perfetti, C.A. (1983). Reading, vocabulary, and writing: Implications for computer-based

instruction. In A. C. Wilkinson (Ed.), Classroom computer and cognitive science (pp. 145-163). New York: Academic Press.

McCutchen, D., and Perfetti, C.A. (1983). Local coherence: Helping young writers manage a complex task. Elementary School Journal, 84, 1-32.

McKeown, M. G., Beck, I. L., Omanson, R. C., & Perfetti, C. A. (1983). The effects of long-term vocabulary instruction on reading comprehension: A replication. Journal of Reading Behavior, 15 (1), 3-18.

1982 Beck, I.L., Perfetti, C.A., & McKeown, M.G. (1982). The effects of long-term vocabulary

instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74, 506-521.

McCutchen, D., & Perfetti, C.A. (1982). Coherence and connectedness in the development of discourse production. Text, 2(1/3), 113-139.

McCutchen, D., & Perfetti, C.A. (1982). The visual tongue-twister effect: Phonological activation in silent reading. Journal of Verbal Learning and Verbal Behavior, 21, 672-687.

Perfetti, C.A. (1982). Discourse context, word identification and reading ability. In J.-F. Le Ny & W. Kintsch (Eds.), Language and Comprehension (pp. 53-61). New York: North-Holland Publishing Company.

Perfetti, C.A., & McCutchen, D. (1982). Speech processes in reading. In N. Lass (Ed.), Speech and language: Advances in basic research and practice (pp. 237-269). New York: Academic Press.

Roth, S. F. & Perfetti, C. A. (1982). A framework for reading , language comprehension, and language disability. In K. G. Butler & G. P. Wallace (Eds.) Rockville MD: Aspen Systems.

1981 Perfetti, C.A., & Roth, S.F. (1981). Some of the interactive processes in reading and their role in

reading skill. In A.M. Lesgold & C.A. Perfetti (Eds.), Interactive processes in reading (pp. 269-297). Hillsdale, NJ: Erlbaum.

Lesgold, A. M. & Perfetti, C. A. (1981). Interactive processes in reading: Where do we stand? In Lesgold & Perfetti (Eds.) Interactive processes in reading (pp. 387-407). Hillsdale, NJ: Erlbaum.

1980


15 Cole, R.A., & Perfetti, C.A. (1980). Listening for mispronunciation in a children's story: The use

of context by children and adults. Journal of Verbal Learning and Verbal Behavior, 19, 297-315.

Goldman, S.R., Hogaboam, T.W., Bell, L.C., & Perfetti, C.A. (1980). Short-term retention of discourse during reading. Journal of Educational Psychology, 72, 647-655.

Perfetti, C.A. (1980). Verbal coding efficiency, conceptually guided reading, and reading failure. Bulletin of the Orton Society, 30, 197-208.

Roth, S.F., & Perfetti, C.A. (1980). A framework for reading, language comprehension, and language disability. Topics in Language Disorders, 1, 15-28.

1979 Perfetti, C.A. (1979). Levels of language and levels of process. In F. Craik & L. Cermak (Eds.),

Levels of processing and theories of memory (pp. 159-181). Hillsdale, NJ: Erlbaum. Perfetti, C.A., & Lesgold, A.M. (1979). Coding and comprehension in skilled reading and

implications for reading instruction. In L.B. Resnick & P. Weaver (Eds.), Theory and practice of early reading, Vol. 1. (pp. 57-84). Hillsdale, NJ: Erlbaum.

Perfetti, C.A., Goldman, S.R., & Hogaboam, T.W. (1979). Reading skill and the identification of words in discourse context. Memory & Cognition, 7, 273-282.

1978 Perfetti, C.A., Finger, E., & Hogaboam, T. (1978). Sources of vocalization latency differences

between skilled and less skilled young readers. Journal of Educational Psychology, 70, 730-739.

Hogaboam, T., & Perfetti, C.A. (1978). Reading skill and the role of verbal experience in decoding. Journal of Educational Psychology, 70, 717-729.

Lesgold, A.M., & Perfetti, C.A. (1978). Interactive processes in reading comprehension. Discourse Processes, 1, 323-336.

1977 Perfetti, C.A. (1977). Language comprehension and fast decoding: Some psycholinguistic

prerequisites for skilled reading comprehension. In J. Guthrie Ed., Cognition, curriculum and comprehension. Newark, DE: International Reading Association.

Perfetti, C.A. (1977). Sentence memory and comprehension. In International Encyclopedia of Neurology, Psychiatry, Psychoanalysis, and Psychology, Van Nostrand.

Perfetti, C.A., & Lesgold, A.M. (1977). Discourse comprehension and sources of individual differences. In M. A. Just & P.A. Carpenter (Eds.), Cognitive processes in comprehension (pp. 141-183). Hillsdale, NJ: Erlbaum.

Berger, N., & Perfetti, C.A. (1977). Reading skill and memory for spoken and written discourse. Journal of Reading Behavior, 9, 7-16.


16 1976 Perfetti, C.A. (1976). Levels of sentence comprehension. Bulletin de Psychologie, 346-355. Perfetti, C.A. (1976). Language comprehension and the deverbalization of intelligence. In L.

Resnick (Ed.), Nature of intelligence (pp. 283-292). Hillsdale, NJ: Erlbaum. Perfetti, C.A., & Goldman, S.R. (1976). Discourse memory and reading comprehension skill.

Journal of Verbal Learning and Verbal Behavior, 14, 33-42. 1975 Hogaboam, T.W., & Perfetti, C.A. (1975). Lexical ambiguity and sentence comprehension.

Journal of Verbal Learning and Verbal Behavior, 14, 265-274. Perfetti, C.A., & Goldman, S.R. (1975). Discourse functions of thematization and topicalization.

Journal of Psycholinguistic Research, 4, 257-272. Perfetti, C.A., & Hogaboam, T.W. (1975). The relationship between single word decoding and

reading comprehension skill. Journal of Educational Psychology, 67, 461-469. 1974 Perfetti, C.A., & Goldman, S.R. (1974). Thematization and sentence retrieval. Journal of Verbal

Learning and Verbal Behavior, 13, 70-79. Perfetti, C.A., & Lindsey, R. (1974). Polysemy and memory. Journal of Psycholinguistic

Research, 3(1), 75-89. 1973 Elias, C., & Perfetti, C.A. (1973). Encoding task and recognition memory: The importance of

semantic encoding. Journal of Experimental Psychology, 99, 151-156. Perfetti, C.A. (1973). Retrieval of sentence relations: Semantic vs. syntactic deep structure.

Cognition, International Journal of Cognitive Psychology, 2, 95-106. Perfetti, C.A., & Garson, B. (1973). Forgetting linguistic information after reading. Journal of

Educational Psychology, 65, 135-139. Perfetti, C.A. (1972). Psychosemantics: Some cognitive aspects of structural meaning.

Psychological Bulletin, 78, 241-259. Perfetti, C.A., & Goodman, D. (1971). Memory for noun phrases and sentences of extreme

depth. Quarterly Journal of Experimental Psychology, 23, 22-23. Perfetti, C.A., & Goodman, D. (1970). Semantic constraint on the decoding of ambiguous

words. Journal of Experimental Psychology, 86, 420-427. Perfetti, C.A. (1969). Sentence retention and the depth hypothesis. Journal of Verbal Learning

and Verbal Behavior, 8, 101-104.


17 Perfetti, C.A. (1969). Lexical density and phrase structure depth as variables in sentence

retention. Journal of Verbal Learning and Verbal Behavior, 8, 719-724. Perfetti, C.A. (1968). Minimal contrast in artificial word associations. Psychonomic Science, 10,

229-230. Semmel, M., Bennett, S., & Perfetti, C.A. (1968). A grammatical analysis of word associations

of educable mentally retarded children. American Journal of Mental Deficiency, 72, 567-576.

Perfetti, C.A. (1967). A study of denotative similarity with restricted word associations. Journal

of Verbal Learning and Verbal Behavior, 6, 788-795.

Selected Published Abstracts and Conference Proceedings Perfetti, C.A., Tan, L.H., Zhang, S., & Georgi, M.C. (1995). Why semantics lags behind

phonology in word identification. Proceedings of the seventeenth annual conference of the Cognitive Science Society (pp. 683-687). Cognitive Science Society (Distributed by Erlbaum).

Small, S.L., Noll, D.C., Perfetti, C.A., Hlustik, P., Wellington, R., & Schneider, W. (1995). The

cortical localization of the lexicon for written words by functional Magnetic Resonance Imaging: Correlation with lesion analysis and Positron Emission Tomography (abstract). Annals of Neurology, 38, 284.

Small, S.L., Noll, D.C., Perfetti, C.A., & Schneider, W. (1995). Activation of left superior

temporal sulcus with functional MRI of sentence processing (abstract). Society for Neuroscience Abstracts, 21, 1764.

Small, S.L., Noll, D.C., Perfetti, C.A., & Schneider, W. (1995). Functional Magnetic Resonance

Imaging of sentence processing: The role of grammaticality and stimulus rate (extended abstract). Brain and Language, 51, 80-83.

Small, S.L., Noll, D.C., Schneider, W., Perfetti, C.A., Thulborn, K., & Hlustik, P. (1995). FMRI of

sentence processing in normal and aphasic women. Proceedings of the 3rd annual meeting of the Society for Magnetic Resonance, 1339.

Book Reviews

Perfetti, C.A. (1994). A quarter-century's worth of cognitive metatheory. Review of Cognition:

Conceptual and methodological issues by H.L. Pick, Jr., P. van den Broek & D. Knill (Eds.). Washington, DC: American Psychological Association, 1992. Contemporary Psychology, 39, 50-51.


18 Perfetti, C.A. (1993). Component harmonies in reading. Review of Reading and its

development: Component skills approaches by T.H. Carr & B.A. Levy (Eds.). San Diego: Academic Press, 1990. Contemporary Psychology, 38, 136-137.

Perfetti, C.A. (1988). Review of Cognitive analysis of dyslexia by P.H.K. Seymour. New York:

Methuen, Inc. Perfetti, C.A. (1988). Review of Linguistic complexity and text comprehension by A. Davidson

and G. Green (Eds.). Hillsdale, NJ: Erlbaum. Perfetti, C.A. (1982). Dyslexia: From dysverbia to dramamine. Review of Dyslexia: A solution to

the riddle by H. Levinson, M.D. New York: Springer-Verlag, 1980. and Dyslexia: Theory and research by F. Vellutino. Cambridge, MA: MIT Press, 1979. Contemporary Psychology, 27(2), 104-105.

Perfetti, C.A. (1981). Linguistic and psychological reality: A review of Chomsky's Rules and

representations. Philosophy of Science, 48(1), 153-156. Perfetti, C.A. (1981). Review of Theoretical issues in reading comprehension by R.J. Spiro,

B.C. Bruce and W. Brewer. Applied Psycholinguistics, 2, 298-303. Perfetti, C.A. (1978). Hardcover Psycholinguistics. Review of I. Taylor's Introduction to

psycholinguistics. Contemporary Psychology, 23(5), 310-311.

Recent Invited Lectures

(2000-2007) Perfetti, C. A. (March, 2007) Text comprehension is word-by-word (and word learning is text-by-

text). Invited lecture to workshop on Brain mechanisms and cognitive prosses in the comprehension of discourse. University of Leiden.

Perfetti, C. A. (February, 2007). Reading in Two Writing Systems: Accommodation and

Assimilation of the Brain’s Reading Network. Invited address to German Linguistics Society, Siegen. (not delivered because of illness)

Perfetti, C. A. (July 2006) Reading ability: The Lexical Quality Hypothesis. Distinguished

research award address, Society for the Scientific Study of Reading, Vancouver. Perfetti, C. A. (December 2005) How the mind meets the brain in literacy: New perspectives

from reading science. National Reading Conference, plenary address. Miami, FL.

Perfetti, C. A. (October 2005) The accommodation of the brain’s reading network to writing system variation. Invited presentation to the Conference on Brain, Language, and Cognition. University of Minnesota, Center for Cognitive Sciences.


19 Perfetti, C. A. (August 2005) Reading word-by-word: Text integration processes exposed by

Event Related Potentials. Invited lecture, European Summer School on Reading, Edmond an Zee, Netherlands.

Perfetti, C. A. (April 2005). Brain Behavior Relations in Reading: Universal Constraints and

Writing System Variations. Invited address to the Tagung experimentell arbeitender Psychologen (Congress of Experimental Psychology), Regensburg, Germany.

Perfetti, C. A. (March 2004). How reading works: A universals perspective. Provost’s

Inaugural Lecture, University of Pittsburgh. Perfetti, C. A. (March 2003). In the word was the beginning: The lexical basis of reading ability.

Merrill Conference on The Connections between Language and Reading Disabilities. Merrill Advanced studies Center, Tempe, AZ

Perfetti, C.A. (September 2002). From letters and other graphic objects to sounds: Results

from comparative writing system research. Keynote address to workshop on From Letters to Sounds. Cologne.

Perfetti, C. A. (August 2002). Reading in the mind and in the brain. Keynote lecture to the

European Summer School on Reading. Copenhagen. Perfetti, C. A. (April 2002). How comparative studies of reading inform a universal theory of

reading. Invited keynote address to First International Symposium on Cognitive Neuroscience (ISCN), Hong Kong.

Perfetti, C. A., Liu Ying, Min Wang (July 2001). How an Alphabetic Reader Learns To Read

Chinese. New Frontiers in Chinese Psycholinguistics. Summer Linguistics Institute Workshop, Santa Barbara.

Perfetti, C. A. (June 2001). The Universal Grammar of Reading. Presidential Address, Society

for the Scientific Study of Reading. Perfetti, C. A. (July 2000). History learning as Literacy: Cognitive Text Research and

Instructional Applications. Invited Keynote Address to the annual meeting of the Society for Text and Discourse, Lyon, France.

Teaching and Mentoring

Undergraduate: Introductory Psychology, Cognitive Processes, Language Development, Psycholinguistics, Psychology of Reading Graduate: Cognitive Processes, Psycholinguistics, Reading and Comprehension, Cognitive Research Methods, Cross-disciplinary seminars in cognitive science (philosophy, linguistics, neuroscience)


20 Some former PhD students: Beverly Adams (Randolph Macon U.), Iris Berent (Florida Atlantic University), M. Anne Britt (Northern Illinois University), Susan Goldman (University of Illinois, Chicago); Julia Kushner (Penn State University), Maureen Marron (University of Iowa), Deborah McCutchen (University of Washington), Sulan Zhang (Monterey Technologies, California), Hui Yang (Beijing Normal University), Benjamin Xu (NIH), Rebecca Sandak (Haskins Laboratories), Julie Van Dyke (Haskins Laboratories), Min Wang (University of Maryland), Suzy Scherf (University of Pittsburgh Medical Center), Lesley Hart (post-doc,Yale University), Nicole Landi (post-doc, Haskins Laboratories), Robert Goldberg (post-doc, University of Pennsylvania); Donald Bolger (post-doc, Northwestern); Post-Docs and current affiliations: M. Anne Britt (Northern Illinois U.), James Booth (Northwestern University), Peter Foltz (New Mexico State U.), Dieter Haenggi (position unknown), Agnes Lam (University of Hong Kong), J-F. Rouet (U. of Poitiers); Erik Reichle (University of Pittsburgh); Li Hai Tan (University of Hong Kong); Hye Kyung Yoon (Inje University); Natasha Tokowicz, (University of Pittsburgh); Michael Fender (California State University, Long Beach), Chin-Lung Yang (post-doc University of Hong Kong); Gwen Frishkoff (current post-doc); Laura Halderman (current post-doc). Ying Liu (Dalian University). Current PhD Students: Susan Dunlap, Jessica Nelson, Michal Balass


21 Current Research Interests

My central research interest is in the cognitive science of reading and language processes. My research spans lower and higher level processes and the nature of reading ability and second language processes. My approach involves multiple research methods in behavioral, ERP and fMRI labs. The general goal is to achieve a richer view of language processes by the combination of methods. This research includes learning, with emphasis on second language learning. This research takes involves in-vivo classrooms of the Pittsburgh Science of Learning Center, for which I serve as Chief Scientist. The identification of universal and writing-system specific components of reading. Comparisons

of Chinese and English word identification processes are the heart of this empirical program, and several recent papers develop a theoretical model of Chinese word identification. The discovery of pervasive phonological processes in Chinese reading has been an important result of this project. These studies extend into neuroimaging (fMRI) techniques in collaboration with Dr. Li Hai Tan and, more recently, Dr. Julie Fiez and Dr. Ying Liu of the University of Pittsburgh. Our theory of Chinese word reading is in Perfetti, Liu, and Tan in Psychological Review (2005).

Learning to read in a different writing system. Related to the first project but with a focus on

learning is a project on the course of learning Chinese. As a system that presents differences in both appearance and organizational principles, Chinese is a challenge for an American learner. Our first study of college students learning to read Chinese found behavioral and ERP measures that indicated the role of experience with characters in perceptual learning. Our studies continue in collaboration with Dr. Min Wang of the University of Maryland. Sponsored by the Pittsburgh Science of Learning Center. We also are carrying out fMRI studies of learners of Chinese with Liu and Fiez.

Word knowledge, word learning, and comprehension. This work represents my long-standing

interest in understanding the components of reading ability (Perfetti, 1985, 1992). A central idea is the Lexical Quality Hypothesis (Perfetti & Hart, 2001), which is the claim that variation in both word form and meaning knowledge is a major source of individual differences with consequences for comprehension. A component of this work is the study of new word learning. These studies use ERP (ERP markers show word learning effects) and behavioral methods, and extend to eye-tracking through collaboration of Erik Reichle of the University of Pittsburgh.

Text comprehension processes. Higher level text comprehension and text learning are a long

standing interest. My work on text learning in history (Perfetti, Britt, and Georgi, 1995) and the development of a computer tool for learning to reason with multiple documents (the Sourcer’s apprentice) that it led to are no longer active. Instead, I have turned to more basic comprehension processes involved in integrating information across sentences in texts. This work uses ERPs to expose the integration process and examines differences in comprehension skill as well. Part of this work is in collaboration with Dr. Franz Schmalhofer of the University of Osnabroek.


22 Grant Information

Current and Recent Support:

Institute of Education Sciences, 2005 – 2009. Post-doctoral Research Training Fellowships in the Education Sciences (Award No. R305B050022). $637,900.

NSF, September 2004 - 2009. Pittsburgh Science Learning Center: Studying Robust Learning with Learning Experiments in Real Classrooms (PI, Ken Koedinger, CMU) Award No. 0354420. $14,898,917

Institute of Education Sciences, August 2003 – 2007. Reader-Specific Lexical Practice for Improved Reading Comprehension (Award No. R305G030123). (PI, Jamie Callan, CMU), $253,180

Institute of Education Sciences, September 2002 – 2005. Word learning and comprehension: New laboratory approaches and classroom studies (Award No. R305G020006A). $498,903.

James S. McDonnell Foundation. December 2002 – 2006. The Functional Neuroanatomy of Reading: Comparative Research across Writing Systems (Award No. 21002083). (Co-PI, Julie Fiez, PI). $446,796.

Alexander von Humbold-Stiftung Foundation. 2002 – 2005. TransCoop-Program/Early Notification. $37,790 (with Prof. Franz Schmalhofer).


23 Administrative Experience

Chair, PhD Program in Cognitive Psychology. For nine years, I served as Chair of the PhD program in Cognitive Psychology. Originally, this program was an umbrella for three different training areas, the largest in the Department of Psychology. One of my efforts was to lead the programs into more coherent organization, including the establishment of a new program in Developmental Psychology. I then directed the Cognitive Program, which typically had 20-25 PhD students and 8-10 faculty; among other things, I directed the development of a modern course structure (a system of modules and seminars) that is still retained more than 15 years later. Chair, Department of Psychology. I was elected twice by the faculty, and appointed by the Dean, serving 6 years as chair of a large department of 36 tenure stream faculty (and several non-tenure stream faculty) and around 100 PhD students. As Chair, I worked to develop cognitive neuroscience in the Department, to promote increased attention to undergraduate education, to lift faculty morale, and to facilitate the establishment of a new training program in Health Psychology, an initiative undertaken by faculty in this area. I created the position of Director of Undergraduate Programs in the Department and kept the position of Director of Graduate Programs myself. In this role, I carried out annual graduate student evaluations of faculty and courses, promoted graduate student awards and ceremonies, controlled the allocation of Teaching Assistantships and Fellowships, among other things. I established good working relationships with Deans, with the Directors of the Center for the Neural Basis of Cognition, and other units in the University. I accepted the chairmanship only with the understanding that I would continue to be active in research at the same time, and I managed to do so. Executive Committees. I have been elected regularly to two different executive committees, one in the Department of Psychology and the other in the Learning Research and Development Center. Each committee involves policy making and advising for administrators. Associate Director, Learning Research & Development Center. From 2000 through the current year, I have served as Associate Director of the Learning Research and Development Center. The focus of my activities has been on institution building, especially faculty recruitment.

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